Philosophy of Music Education
Music is an inspiring medium that pervades human existence which serves a unique and personal purpose for each individual person. Teachers work together with students to grow as creative thinkers who use critical questions to learn continuously, and as independent and passionate musicians who use their skills to connect to this purpose in their own way. This process begins in an environment that is accepting, relaxed, and focused, giving a space for students and teachers to sing, move, discuss, and even organize events. This fluid and lifelong process is best led by learners and their interests: what music they listen to and how they engage with it, what cultures influence their musical interests, and why they love engaging with these things.
Philosophy of Assessment
Assessment is a tool used mainly to improve instruction. The feedback acquired through abundant assessments is valuable to all participants in a student’s education, be that the students themselves, educators, parents, or administrators, and should be used to adjust teaching models and paradigms to better fit a specific class’ needs. Assessments in the classroom should be differentiated, efficient, and conducted often, constantly checking in with the students to ensure no one is left behind. Assessments should always be as transparent as possible and should allow students, parents, and other stakeholders to track student progress.
Philosophy of Classroom Behavior
Classroom behavior is vital to a safe, respectful, productive, and fun learning environment. Every class is different, and as such, each learning environment necessitates different qualities of behavior from all participants. Expectations for behavior should be co-constructed through discussion, with contributions based on each individual’s experience to assist in creating positive culture and relationships. A wide spectrum of means for participation and engagement must be encouraged to ensure a healthy environment in which all students feel valued and accepted. An intentional and explicit, though flexible, routine will be established at the beginning of the school year to account for differing needs of a given class. Communication in the classroom is paramount, as all members of the class respectfully hold each other accountable. These co-constructed and clear expectations serve to contribute to an inclusive and accepting environment which aids in the development of both independent people and musicians.